Academic Work

SELECTED RESEARCH ARTICLES

Pine, N.  2013. What does creativity mean for Chinese education?  The International Journal of Comparative Education and Development 《比較教育與發展國際期刊》, 15(2): 25-32.

Pine, N.  2012. Educating Young Giants: What Kids Learn (And Don’t Learn) in China and America. New York: Palgrave Macmillan.

Pine, N. & Yu, Z-Y.  2012. The history of early childhood literacy in China. In Leung, Cynthia B. and Jiening Ruan eds. Perspectives on Teaching and Learning Chinese Literacy in China. Hong Kong: Springer.

Yu, Z-Y & N. Pine. 2008. Discourse Strategies in Early Childhood Book Related Activities in China. National Reading Conference, Orlando, FL. December 2008. Full Article (pdf)

Yu, Z-Y & Pine, N. 2007. Primary grade literacy development in two Chinese villages. National Reading Conference, Austin, TX, December 2007.Full Article (pdf)

Pine, N. 2007 A micro-analysis of looking behavior of an English-speaking and a Chinese-speaking child. In LACUS Forum XXXIII: Variability. Eds. P. Reich, W. J. Sullivan, A. R. Lommel. Texas, Houston: Linguistic Association of the United States and Canada.Full Article (pdf)

Yu, Z-y & Pine, N. 2006. Strategies for enhancing emergent literacy in Chinese preschools. National Reading Conference, Los Angeles, December 2006. Full Article (pdf)

Pine, N. 2005. Visual information-seeking behavior of Chinese- and English-speaking children. In LACUS Forum XXXI: Interconnections. Eds. A. Makkai, W. J. Sullivan, A. R. Lommel. Houston, TX: LACUS. Full Article (pdf)

Pine, N., Huang P-A, Huang, R-S. 2003. Decoding strategies used by Chinese primary school children. Journal of Literacy Research, 35 (2): 777-812. Full Article (pdf)

Pine, N. 2001. The complexity of beginnings. In J. Addison-Jacobsen & D. Hill (Eds.), Struggling toward service learning solutions. Stanford, CA: Service Learning 2000 Center, Stanford University. Full Article (pdf)

Regan, J., Pine, N., & Stephenson, J. 2000. Attention to microspace: Plotting the connections of a cultural theme. In D. G. Lockwood, P. H. Fries, & J. E. Copeland (Eds.), Functional approaches to language, culture and cognition. (Amsterdam studies in theory and history of linguistic science, Series IV). Amsterdam: John Benjamins. Full Article (pdf)

Pine, N., Huang, R-S., Huang, P-A., Zhang, W-J. 1999. Learning strategies of children who know Chinese. In Dreyer, P. (ed.) Yearbook of the Claremont Reading Conference, Claremont, CA Full Article (pdf)

Pine, N. & Zhang, Y. 1999. Intercultural reality and a multiethnic vision. New Era in Education, 80 (1): 2-7. (Journal of the World Education Fellowship.) Full Article (pdf)

Pine, N. (Ed.) 1998. From personal stories to research questions. Teacher Research Series. Los Angeles: Mount St. Mary’s College.

Pine, N. (Ed.) 1997. Journeys of reflective practice. Teacher Research Series. Los Angeles: Mount St. Mary’s College.

Pine, N. 1997. Looking and noticing as culturally specific behavior. In A. Melby (Ed.), The Twenty-third LACUS Forum, 1996. Provo, Utah: Linguistic Association of Canada and the United States. Full Article (pdf)

Pine, N. (Ed.) 1996. Pathfinders in the complexity of schooling. Teacher Research Series. Los Angeles:  Mount St. Mary’s College.

Students from EDU105A, with Pine, N. 1996. A rich mosaic of learning styles in a college course. In N. Pine (Ed.), Pathfinders in the complexity of schooling. Teacher Research Series. Los Angeles: Mount St. Mary’s College.

Pine, N. 1995. Recognizing students’ cultural knowledge. In M. Ice & M. Saunders-Lucas (Eds.), Reading: The blending of theory and practice. Seventh Annual Reading Conference Yearbook, California State University, Bakersfield. Bakersfield, CA: CSU Bakersfield. Full Article (pdf)

Pine, N. 1994. The central role of teachers, students and parents: Participatory research in multiethnic school communities. New Era for Education 75(3): 78-84. (Journal of the World Education Fellowship.) Full Article (pdf)

Pine, N. 1994. Teacher research: What it is, and what it is not. In N. Pine (Ed.), Participatory research:  Digging deeper into classroom realities. Teacher Research Series. Claremont, CA: Institute for Education in Transformation, The Claremont Graduate School. Full Article (pdf)

Pine, N. (Ed.) 1994. Participatory research: Digging deeper into classroom realities. Teacher Research Series. Claremont, CA: Institute for Education in Transformation, The Claremont Graduate School.

Pine, N. & Poplin, M. 1994. Learning to hear the voices within school communities. Claremont, CA: Institute for Education in Transformation, The Claremont Graduate School.

Stephenson, J., Pine, N., Zhang, L-W., & Xie, J. 1993. Some gestures commonly used in Nanjing, PRC.  Semiotica 95(3/4):235-59.

Pine, N. (Ed.) 1993. Creating windows of insight: Teachers engaged in participatory research. Teacher Research Series. Claremont, CA: Institute for Education in Transformation, The Claremont Graduate School.

Pine, N. 1992. Three personal theories that suggest models for teacher research. Teachers College Record 93(4):656-72.

Pine, N. 1992. Early traces of literate behavior: Graphical knowledge demonstrated by three-year-olds in the United States and China. In R. Brend (Ed.), The Eighteenth LACUS Forum,1991. Lake Bluff, IL: The Linguistic Association of Canada and the United States.

Pine, N. (Ed.). 1991. Ways to understand schooling: Teacher researchers at work. Monograph of The Center for Schools in Transformation, The Claremont Graduate School, Claremont, CA.

Stephenson, J., Pine, N., & Meltzer, T. 1990. Chinese semiotic development. In P. Dreyer & M. Poplin (Eds.), Fifty-Fourth Yearbook of the Claremont Reading Conference. Claremont, CA: Center for Developmental Studies, The Claremont Graduate School.

Pine, N. 1989. A lesson from Leicester and London: The case against formal reading lessons. In M. Douglass (Ed.), Fifty-Third Yearbook of the Claremont Reading Conference. Claremont, CA: Center for Developmental Studies, The Claremont Graduate School.

Pine, N. 1988. Language and action in first grade. Teaching & Learning: The Journal of Natural Inquiry 2(3):22-30. Full Article (pdf)